Accountable Talk is embedded in STEM, and it is an integral part of CCSS. It also connects to Close Reading, Informational Text, Text-based Questions, and Assessing and Advancing Questions. Accountable talk is a foundation for writing. Students need to be able to say it in order to write it.
Accountable Talk is also known as Collaborative Talk, Academically Productive Talk, and Academic Discourse.
See Handout: “Why is Talk Important?”
Teachers can start out with simple protocols, such as the 7-5-3.
Assessing and Advancing Questions
Using this terminology reinforces instructional math tasks. Assessing Questions are asked to determine what students know. The questions are based closely on the work the student has produced. They serve to clarify for the teacher what the student has done and what the student understands about what s/he has done. Questions should be related to a particular [mathematical] idea, strategy, or representation used by the student. Advancing Questions are asked to challenge students or to move students beyond their current thinking. The questions use what students have produced as a basis and extend what they know to move the student toward the [mathematical] goal or the use of a new representation, strategy, or an understanding of a [mathematical] concept. The questions press students to think about something about which they are not currently thinking.
| Accountable Talk | Assessing and Advancing QuestionsAccountable Talk
Accountable Talk is embedded in STEM, and it is an integral part of CCSS. It also connects to Close Reading, Informational Text, Text-based Questions, and Assessing and Advancing Questions. Accountable talk is a foundation for writing. Students need to be able to say it in order to write it.Accountable Talk is also known as Collaborative Talk, Academically Productive Talk, and Academic Discourse.
See Handout: “Why is Talk Important?”
See Handout: "Nine Talk Moves to Reach Goals"
Teachers can start out with simple protocols, such as the 7-5-3.
Assessing and Advancing Questions
Using this terminology reinforces instructional math tasks.Assessing Questions are asked to determine what students know. The questions are based closely on the work the student has produced. They serve to clarify for the teacher what the student has done and what the student understands about what s/he has done. Questions should be related to a particular [mathematical] idea, strategy, or representation used by the student.
Advancing Questions are asked to challenge students or to move students beyond their current thinking. The questions use what students have produced as a basis and extend what they know to move the student toward the [mathematical] goal or the use of a new representation, strategy, or an understanding of a [mathematical] concept. The questions press students to think about something about which they are not currently thinking.